Suchergebnisse

Theoretical background: In higher education, there is a growing concern regarding inclusion of students with disabilities, especially because of the specific challenges they may face (Feldman, 2004; Garrison-Wade, 2012; Hong, 2015; Morina, 2017; Punch, Creed, & Hyde, 2006; Reed & Curtis, 2006). In a previous qualitative study, Dangoisse and Nils (2017) observed that students with physical and sensory disabilities lived the transition from high school to higher education as "a big jump" (1), a personal challenge (2), a period influencing self-affirmation (3) and a favorable time to question the place of one's disability (4). Participants also reported the importance to find a balance between formal and informal support (5) and of social sharing to challenge preconceived ideas about disabled persons (6). Objectives: This study aims (1) to replicate these previous findings and (2) investigate how this experience differ from the ones of students without disabilities. Method: Two focus group of bachelor university students will be conducted: one with 6 students with motor and sensory disabilities and another one with 6 students without disabilities. Participants will be paired according to their gender and majors. An Interpretative Phenomenological Analysis method will be used to analyze the scripts (Smith, Flowers, & Larkin, 2009). Results: We expect to observe some similarities and differences between the two groups of students. Based on Dangoisse and Nils (2017), we hypothesize that transition from high school to university can be a critical period which influences self-affirmation and the way students define themselves, regardless of having a disability. Nevertheless, for students with disabilities, this transition could be especially important to question the place of their disabilities and to learn to deal with it. Discussion: Limits of the study, future investigations and practical implications about inclusive politics in higher education will be discussed.

Theoretical background: In higher education, there is a growing concern regarding inclusion of students with disabilities, especially because of the specific challenges they may face (Feldman, 2004; Garrison-Wade, 2012; Hong, 2015; Morina, 2017; Punch, Creed, & Hyde, 2006; Reed & Curtis, 2006). In a previous qualitative study, Dangoisse and Nils (2017) observed that students with physical and sensory disabilities lived the transition from high school to higher education as "a big jump" (1), a personal challenge (2), a period influencing self-affirmation (3) and a favorable time to question the place of one's disability (4). Participants also reported the importance to find a balance between formal and informal support (5) and of social sharing to challenge preconceived ideas about disabled persons (6). Objectives: This study aims (1) to replicate these previous findings and (2) investigate how this experience differ from the ones of students without disabilities. Method: Two focus group of bachelor university students will be conducted: one with 6 students with motor and sensory disabilities and another one with 6 students without disabilities. Participants will be paired according to their gender and majors. An Interpretative Phenomenological Analysis method will be used to analyze the scripts (Smith, Flowers, & Larkin, 2009). Results: We expect to observe some similarities and differences between the two groups of students. Based on Dangoisse and Nils (2017), we hypothesize that transition from high school to university can be a critical period which influences self-affirmation and the way students define themselves, regardless of having a disability. Nevertheless, for students with disabilities, this transition could be especially important to question the place of their disabilities and to learn to deal with it. Discussion: Limits of the study, future investigations and practical implications about inclusive politics in higher education will be discussed.